The discussion is a wider one than that just what is affecting us in schools. Interestingly, I have even noticed aspects of it in special interest groups I am involved in.  There is a very active community of glass artists online, and I think we all frequently forget there are many other talented artists who have no online presence at all.  It seems the web is not yet ubiquitous in any aspect of our society.

It is a large enough presence, however, that we do our students a huge injustice if we don’t adequately prepare them to good global citizens online.

 My motives in participating in this challenge were perhaps a bit different.  I feel very comfortable commenting in many different types of blogs. I didn’t feel I needed encouragement to pursue some of the areas raised in the tasks. I joined the challenge to make myself go back to spending more time reading blogs, and to network with a group primarily consisting of edubloggers, who may read and participate in my blog.

I guess sometimes, like when I was considering completing the ‘31 Days to a Better Blog challenge’ its offputting to feel that there are very few people reading, and certainly commenting on your blog.  It all starts to feel a bit pointless sometimes.

In Day 17 we were supposed to analyse the comments on your own blog.  So very many of my posts have 0 comments - the most independant comments is 3 (I have 6 on a post, but 3 are my replies). The most responses are definitely related either to this challenge, or post I have written in direct response to another blog post. I feel like I want to do much more than rehash or highlight or even respond to what others have written, yet it is so hard to get some momentum on your blog.

Most days when I spend time on the comment challenge, I start by checking the participants page on the wiki, and picking a few new blogs to click on, that I havent read before.  It seems that with over 120 participants, a few more people would be getting regular comments.  Having said that, thanks to the die-hard folks who have been regularly commenting on as many blogs as possible. En masse you deserve the commenting award!

So, what has the challenge meant to you?

“Peter Simmonds, our DECS Learning Technologies Projects manager was an all day attendee on that Friday and he used the Outdoor Education analogy to good effect. To paraphrase his words, outdoor education could potentially be a very risky undertaking (think rock climbing and kayaking as two examples) but the educators involved have developed such well developed protocols and guidelines that the risks have been diminished to their very slightest and are now considered to be safe activities for students to be involved in. Teaching and learning online activities also would benefit from the development of protocols and guidelines that would turn the use of blogs and other online tools into a safe, highly valuable and essential learning practice. Doing so without this happening is like trusting your ropes will hold you down the rockface because of your experience rather than taking the time to check and ensure that the activity will not end in disaster due to human oversight or negligence. “

I had not heard that analogy before, and I find it incredibly apt. Its an important one to consider, both from its understanding that we can make online activities safe, if we put adequate protocols in place, and also in that they can in fact be dangerous if we do not take adequate care. Whilst it’s great that teachers are enthusiastic about blogging and other web 2.o tools, those that rush in without adequate care and preparation jeopardise it for all. Similarly, a lack of understanding by school administration can cause concern where none need exist.

It’s important for all of us that teachers educate themselves about the issues and ensure they are overcome before diving into blogging with their class.

I agree with several of the points Sameer makes about carrying on a discussion and responding through your own blog.  But his commenters also make some very valid points. For example, some commenters may not have their own blog, or they may not think their response or the issue is worthy of a full blog post of their own. 

Personally, I don’t see it as a black and white, either/or issue.  In the past, I have frequently chosen to respond to a discussion with my own blog post. That is what I do when I want to make a longer response to the issue, when I think it’s important enough to want to spread to more readers, or when I feel very strongly about an issue. I like to leave comments, however, when I have a small contribution to make, want to add support or validation for the author, ask a question etc.

It’s a little like the issue of tags and categories - the differences can be a little unclear, as they seem similar, but they actually fulfil quite a different purpose, and both can be very useful tools.

So I vote for leaving comments open AND for continuing some discussion on my own blog - that’s what I intend to do anyway.

My own reduction in commenting this year has purely been a time issue - and related specifically to my lack of time for blog reading. Basically, if I read a blog post and have any thoughts on the matter, I’m happy to comment.  Not backwards about coming forwards, that’s me!

I’m not sure I can put my finger on specific things that’s I have learnt during the challenge so far.  I have certainly appreciated the fact that the challenge has given me the impetus to keep up with my edublog reading more consistently lately.  And I have found it interesting to track my comments through cocomment.

I spent some time yesterday using it to go back through all the ‘conversations’ to read the comments that came after mine, and in some cases, that caused me to go back to the post and contribute further.  It has been a very positive tool. 

I did find it difficult to find a post to disagree with, which was one of the challenge tasks.  I’m not sure I really succeeded - I made a comment that was mildly disagreeing with one blogger, but they have not responded at all. Ironically, they did email me with a helpful response about another comment I wrote on a different post, so the lack of reply seems fairly deliberate. 

Life has gotten in the way lately, and I’m a day or two behind on the challenge at the moment. I’m looking forward to posting about the Day 9 challenge - should blogs even have comments?  Check back tomorrow for that one…

Today is the first day in the new 31 day commenting Challenge.  Hmmmm, maybe it’s actually the 2nd day and I’m behind the 8 ball?  Anyway, we are starting with a little self reflection - the answers to 3 simple questions.

1. How many times a week do you comment?
2. Do you track your comments and how?
3. Do you comment on the same blogs, or try and add new ones each week?

Okay, this isn’t too introspective yet, I can manage this .

1. I have been commenting a lot less since I returned to classroom teaching. I used to have a lot more time and energy available for edublogging. I have fallen behind in both my reading and writing, and the blogs I keep up with and comment on are as likely to be friends or related to my artwork, than education related.  I probably comment a handful of times each week, but few of these are on edublogs at the moment.
2. No, I have never tracked my comments.  This challenge requests us to register for cocomment, so this will be a new process for me.
3. At the moment, I really only comment on the blogs already in my reader.  I don’t make a conscious effort to seek out new blogs to comment on, or even to comment a specific number of times. Basically, I comment when I think I have something to contribute - either adding to the discussion, or supporting a friend etc.

We were also asked to checkout the Lifehacker ‘Guide to Weblog Comments’ and have a think about the issues discussed there.  There are 12 main issues to consider, and I think I come off pretty well in most of them.  I consider myself to be a thoughtful, courteous commenter. In some of the artistic or personal blogs I read, I may be guilty of repeating earlier comments, or commenting for the sake of it, as I think that people do like to read positive feedback about artwork, or words of support about personal issues. But on the education blogs, I am quite careful to only comment if I have something to add to the discussion, I have realised since I first became part of the online world the danger of  posting when emotional, so that’s not a problem.

So, I’m quite happy with my personal audit, but I am definitely looking forward to the opportunity to focus on my blog reading in a concentrated way.

Bring on the next 30 days!

This is a conversation I have had with many colleagues in the last few years.  Do we make too many assumptions about our students being technical experts?  I have heard the opinion on many occasions that students knowledge of using ICT is lacking. 

Darren asks the questions :

• Is the digital revolution truly ubiquitous?

• How old are the Digital Natives?

• How did I do in my response to his concerns?

• What would you have told Steven?

I’m not sure there is a clear cut answer to those questions.  I tend to feel that our students status as ‘Digital Native’s’ is more about potential than actual knowledge.  Not all students have been exposed to a high level of technology use, and many have certainly not had their alleged status as ‘Digital Natives’ fostered by their school environment.  I think they are much more comfortable approaching new technologies, their take-up will be quicker and less problematic than some older people, but they are certainly not all using technology in a rich meaningful way.  I think a large component of this relates to thinking and problem solving skills, rather than skills with technology.  They do not see the all of the possibilities, the benefits that effective use of the technology can bring them.

 I have found many students to have a shallow experience with the technology they use. So, yes, they know gaming, and will use Google and MySpace, but they have not necessarily been introduced to the richer experiences that are available to them.

To attempt to answer Darren’s questions…

• No, I don’t think it’s ubiquitous - there are still a wide range of children with minimal exposure to technology. Of course, if we look at it on a global scale, we are not even close to total exposure.

• I’m not sure I’d like to tag an age to the concept. To me it’s more about their level of use and engagement. In fact, this label (or more accurately it’s counterpart ‘Digital Immigrant’) frequently annoys me, as I often feel that my person use and involvement of ICT in my life is much richer and more natural than many of my students. Its more  an approach, a way of thinking.  A willingness to experiment and try new things, immerse yourself in the possibilities.

• I think the response was fair. It’s not all for everyone, or for every situation, although I’d hesitate to downplay podcasting’s usefulness in a LOTE classroom - I have heard so very many success stories.

• I may have queried why it took a week to cover podcasting.  Because the students really needed it, or because it was ‘taught’ in a way that suited the teacher, rather than a more immersive approach the students may be able to cope with.  I also would stress the fact that one the learning curve was accomplished, those skills would be ongoing and can be reused. 

 On another note, I was just reading the CoolCat Teacher Blog, and saw a great link to a Wiki being created to showcase the best education videos online - you know, all those great inspiration videos that have gone viral in the last few years?  Check out what they have collected so far at http://ad4dcss.wikispaces.com/Video .  Hmm, I’m a bit surprised that ‘Pay Attention’ isn’t up there yet…..

I must also adjust to the change, from a classroom environment with access to technology such as laptops in every Year 7 & 8 classroom, to one that is just starting to build its ICT infrastructure. At this present point in time, I cannot implement many of the ICT activities I would like to, due to a lack of access to technology in the classroom.

I am confident that the coming year will see a great improvement in those areas - we have plans to purchase IWB’s, Data Projectors - hopefully even new laptops.  And I will be working to encourage and educate teachers as to the possibilities of ICT, and hopefully removing some of the potential barriers, such as overzealous Internet filtration.

Unfortunately, I foresee a change in how I will need to direct my energies.  While the end goal of my work as an educational technologist has always been an improvement in student learning and engagement, that has become a much more real and practical priority when I am dealing with my own classes. I am concerned that I will not be able to keep momentum on my personal reading and reflection through the blogosphere.

Hopefully, once I am more settled in my current role and have a handle on the experiential program I am teaching in, I will have more time to explore in writing some of the issues we are facing.  At this current stage, even if we did have easy access to computers in class, it would be hard to include resources such as Web 2.0 publishing capabilities, when the details of the curriculum are, by necessity, being planned only a day or so in advance.

So, I tip my hat to those who, while working on the coal face of education, have also continued to contribute meaningfully to the global conversation about ICT in education.  I hope to be able to follow in their footsteps… eventually.

Today was an interesting day.  It’s obvious from the outset that it is going to be difficult to get the students to wholeheartedly accept the new teaching and learning style we are implementing. Despite feeling like they are flexible and ready for anything, many students are very resistant to change, and their approach to education is no different.

The eLearning focus of my blog might be missing a bit for awhile - the experiential learning project I am in involved in does not have a lot of technology resources so far, although it is an area we will definitely be pursuing.  I am hoping that blogging, a Ning Community, and use the of mobile phones and gps units will be some aspects we explore.

But for the moment, just getting students to be adventurous, to trust us, and each other, that this new approach has benefits, will be a major accomplishment. Many of the activities we tried today fell flat, which was due in the most part to students being unwilling to ‘give it a go’ and being self conscious about the activities.  I think we are going to have to build up an environment of trust before we can expect them to engage in activities that they cannot see an immediate benefit to. 

One of the students said to me today “But we arent learning anything”.  When I queried that fact, she acknowledged that they ‘were learning life stuff’.  I thought it very ironic that she was astute enough to realise she was learning, but that she had no appreciation of the importance of those skills, or why we would teach them in a formal environment. “Dont we just learn them through life?” she asked. It’s is going to take awhile before the students understand how valuable that experience can be.
What a learning curve for all of us! - staff and students, but it should be an interesting ride!